In fact, quality programs I such areas as psychology have several excellent online psychology degrees, even at the PhD level. In general any psychology degree should be preparing individuals to practice psychoanalytic counseling to their patients, through the various disciplines within the field, such as, self-analysis, dream analysis, personality theory, psychodynamic theory, developmental processes, among many others. Online psychology degrees are able to offer these in both theoretical consideration as well as considering the applications of these.

The online psychology degree programs are an excellent option (not alternative, as many times they can be an equal or even preferable choice) for working professionals. Especially those that have studied psychology at the bachelor level already or have been working within the psychological and/or medical fields. One reason for this due to the fact that many of the other students in the online degree program will also have this real world experience to upon, which leads to more sophisticated and applications-based discussions and learning.

Youre familiar; of course, with the benefits that an online psychology degree program can give you in regards to your time, schedule, and convenience, all you need to do now is join the growing movement of people that understand that no sacrifice of quality need be made.

Online Psychology Degrees Explore The Human Mind Online is a post from: Reference Education Center | At4schools.org

If you are already working within the education field this could be a great option for you. Youre already certified as a teacher and have gained a good understanding of the type of schooling youd like to pursue. Your schedule is tight, as the work day of teachers doesnt end when the bell rings. Virtually all major Universities are now offering education online PhD degrees and more are starting all the time. So, its not about some disreputable institution that provides you with a faux degree, but the same quality of classes that require the same demanding work, except you can work around your schedule.

Getting your education PhD degree will provide you with the understanding in various educational methodologies and practices, the theoretical base, research and administration knowledge that you can use to advance in your career and offer the students the best possible opportunity to learn as possible. This is achievable through an online PhD degree.

Online PhD Degrees Achieve The Next Level In Pajamas is a post from: Reference Education Center | At4schools.org

The problem was that I have always been a little apprehensive of the programs that offered university online degrees. This is where my two favorite words come in. I can actually get my degree, online, by taking classes from major universities. Not simple institutions.

For example, If I used the Canadian Virtual University, or CVU, I have the option of taking classes from 13 established universities across Canada. There are several of these types of organizations, such as the Global University Alliance. This is a consortium of nine different major universities from the U.S., Britain, New Zealand, Australia, and the Netherlands. As you have probably gathered by now the Global University Alliance or CVU themselves have no classes to offer, but simply act as a portal for the major universities. This way your getting the benefits of a university online degree (classes at your own pace and convenience, yet still offering personalized attention), but also having the satisfaction that youre not sacrificing a quality education.

Online Paralegal Degree Never Leave Your Home is a post from: Reference Education Center | At4schools.org

Recently it has become increasingly understood that the quality of education through online degrees is on par with those in traditional classrooms. But, one concern is that of the absence of the building and maintaining of peer connection and networking. This is a misconception. To be involved in the online health care degree, for example, at Colorado Tech, allows and encourages the interaction of students from all across the country.

The quality of the online health care degree there is second to none and faculty, students, and employers alike recognize that. But it is the relationships that are forged between both the staff and the students that seems to be most surprising to people. Imagine having your social networking not limited to a singular geographic location. Individuals from differing places have different personal and historic experiences and as such are able to offer ideas that may be difficult to be generated by people from other areas.

These relationships are facilitated through discussion boards, threaded classroom discussions, and many other online methods that allow for real interaction. If youre considering a career in health care, understand that all the benefits of traditional training is available online. And with an online health care degree there are even some unexpected benefits that will arise.

Online Health Care Degree Getting It Fast is a post from: Reference Education Center | At4schools.org

Whatever the reason may be for completing a defensive driving course, there is one particular way to complete the course that is highly recommended. That is to take the defensive driving course online. There are many reasons associated with online defensive driving courses which make taking a course in this manner a very attractive concept.

Convenience

Perhaps the number one reason why individuals take defensive driving courses online is due to the convenience that is associated with taking courses from a home computer connected to the Internet. By taking a defensive driving course via online one can study and attend class whenever it best fits into their schedule. It is also convenient because they are able to complete the course from the comfort of their own home and there is no need to sit in traffic on the way to and from a course center. The convenience aspect is an extremely desirable one especially in todays busy world.

Easy to Concentrate

Another reason to take a defensive driving course online is for the sheer fact that many find it easier to concentrate in a quiet environment than in a crowded classroom with a number of other individuals present. Some people find it easier to think when they are completing a course in the privacy of their own home where others will not be around to distract them.

Structured Course Format

An additional benefit to taking a defensive driving course online is that online courses of this type are ones that have a structured format to them. As courses that are taught by an instructor may sometimes be a bit garbled and unfocused, depending on the teacher, it may be harder to follow that type of instruction. With online courses, one will most likely receive a structured outline of the course and it may be much easier to follow along with an online course for defensive driving than other types of courses.

Reviewable Format

Another great reason to take part in a defensive driving course online is because the course format is more likely to be reviewable than if an individual were taking the course in a structured classroom setting. How many times has one been in a classroom where the instructor talks a mile a minute and taking notes as fast as the individual is talking is impossible? If the answer to this is in the affirmative, then taking advantage of a defensive driving course online may be highly advisable. One does not have to move on to the next section until they completely understand the current section which they are working on.

Online Testing Methods

Many of these online defensive driving courses will not only provide coursework for the individuals to partake in but an online test at the end of the course as well. These tests are often required in order to receive the official completion certificate. Requiring individuals to pass the test is a way to show that the coursework was completed and a lesson was learned as a result of engaging in the course. Many of these tests provided by online defensive driving courses are multiple choice and some will even allow a retest should it be necessary for the individual to successfully complete the course and receive a completion certificate.

Delivery of Completion Certificates

Some states will require that individuals who embark on these types of defensive driving courses hand in their completed certificate in person at the governmental office or insurance company, whichever entity it may be that needs evidence of certification. Once an individual completes a defensive driving course online, they will be presented with a completion certificate showing that the particular course has been successfully completed. This is extremely beneficial for those individuals who have to turn in their certificates of completion to governmental agencies or insurance companies. They are presented with concrete evidence which shows that the course was completed.

Additional Tip

An important thing to keep in mind is to always check with the appropriate governmental entity or insurance company if one is interested in taking an online defensive driving course in order to satisfy a requirement. As some entities may require certain types of defensive driving courses to be completed, it is also important to look into that matter before embarking on a particular defensive driving course route.

Online defensive driving courses are wonderful ways in which to learn how to operate a motor vehicle as safely as possible and at times also learn about certain motor vehicle laws which may affect the driver. Whether one is looking to meet court ordered requirements, obtain a lower automobile insurance rate or simply improve their defensive driving skills, taking an online course in order to do so may be the best bet for those particular individuals.

Online Defensive Driving Courses is a post from: Reference Education Center | At4schools.org

The fact is that businesses in every single field of work and in every location rely on computers. Another fact is that computers are highly complex machines. This leaves their users with two problematic issues to contend with. One, computers will inevitably breakdown or suffer from some type of glitch occasionally. The second issue is this, the great majority of people have not the ability, knowledge or resources to solve these problems themselves. Guess what, this is the time that your acquired skills from online computer degrees program is going to make you money.

By getting the online computer degree, you will now be a computer engineer skilled in several areas of computer maintenance, repair, diagnosis and many others. With this title and its accompanying skills your ready to work for firms such as, banking institutions, governments, law enforcement agencies and any other fathomable industry.

If you already have some knowledge about computers and their related issue, thats even better, you can begin your online computer degree at the level that you currently are at. So, start from the beginning or compliment the knowledge that you already have to become a competitive, skilled worker in a field that is greatly needed with online computer degrees.

Online Computer Degrees Studying a At A Distance is a post from: Reference Education Center | At4schools.org

In 2001, the Ohio schools made a major shift in approaching students with disabilities by revising school policy to require students with disabilities to participate in state assessment. Now, content standards are the focus of instruction for all students in every classroom, and a variety of research-based instructional strategies are aligned with the content standards. A coherent array of interventions, supports and services are used to ensure the success of students with disabilities. The policy now is that assessment is a reflection of instruction and instruction is a reflection of assessment, creating a shared responsibility for the education of students with disabilities.

The Ohio schools goals for teaching students with disabilities are standards, capacity, and accountability. They will improve access to, participation in, and progress in the general curriculum, based on the Ohio academic standards, for students with disabilities. Encouraging others to consider students with disabilities as general education children first is the capacity goal assuming they will achieve, rather than assuming they may not achieve. The goal of accountability is to increase the performance of children with disabilities on state and district assessments from which they previously have been exempt.

The Ohio schools developed the following strategies for improvement:

Redefine special education at the state level to shift focus away from compliance and paperwork to standards-based instruction for all children.
Implement a statewide monitoring system designed to assess district/educational compliance with federal and state law applicable to students with disabilities.
Align the work of the Special Education Regional Resource Center (SERRC) network with the priorities of the Ohio schools, including No Child Left Behind, differentiating instruction, positive behavior support, reading/literacy, and progress monitoring.
Maximize use of federal and state funds earmarked for children with disabilities.
Develop and disseminate products, tools and services focused on improving results for student who are at risk, including students with disabilities.
Use the accountability system to leverage change in policy and practice at the local school level.
The Ohio schools are focusing attention and energy on assisting all students to achieve high academic standards. They are preparing and supporting teachers and administrators to ensure that all students are taught what they need in order to succeed. They are adapting the public education structure in a manner to ensure all students will learn the Ohio schools academic standards.

This means fewer but more meaningful goals for all students, effective use of student assessment data and resources, a fundamental shift in focus from what is taught to what children learn, and allowing assessment to drive classroom instruction, which is rigorous and aligned to the standards.

The Ohio schools are creating a culture where each student feels valued and is given the ability and tools to succeed, including the students with disabilities.

Ohio Schools Closing the Gap for Students with Disabilities is a post from: Reference Education Center | At4schools.org

New York City schools and the United Federation of Teachers developed a creative method to fill the need for experienced, certified teachers a new housing support program. It is considered one of the most concerted and generous programs aimed at recruiting teachers in subject areas with the worse shortages. The joint effort is a rare example of cooperation between the two parties.

The housing support program gives incentives worth up to $15,000 to certified teachers in the shortage areas. The initial payment incentive is up to $5,000 for housing-related expenses. These expenses include relocation costs, down payment on a mortgage, and rental fees and deposits. This initial payment is followed by a monthly housing stipend of $400 for a two-year period.

Additionally, the New York City schools and teachers union have partnered with the citys Department of Housing Preservation and Development to provide home ownership assistance to these teachers. This will include home ownership counseling and access to down payment assistance for eligible teachers and their families.

To qualify for the housing support program, teachers must have at least two years teaching experience, be able to pass a rigorous selection process, and be willing to commit to teach in New York City schools for at least three years. Former New York City schools teachers with two years teaching experience, certified and have been out of the New York City schools system for at least two years also are eligible for the program. Teachers already living in the New York City schools area and wish to switch to the city schools could use the money for existing rent and mortgage payments.

The innovative program creates an opportunity for all members of the teachers union to avail themselves of these housing subsidies and defray the higher cost of housing in the New York City schools area. It is one of the most aggressive housing incentive programs in the United States. In comparison, Chicago schools offer a $7,500 subsidy, while California offers up to $20,000 but all of it must be repaid.

The New York City schools are strategically recruiting with trips to the state of California, which has comparable housing costs, as well as other states in the northwestern and southeastern areas of the United States. Additionally, an advertising campaign will promote the New York City schools program in the local and national newspapers, as well as other print and electronic media. The New York City schools are hoping to hire an extra 100 teachers for the 2006-07 school year. Teachers hired will begin work in a high-need middle or high school, where these teachers are most in demand.

The new housing support program will make a real difference to underserved students and gives a competitive advantage to the New York City schools.

New York City Schools and Teachers Union Join Forces to Attract New Teaching Talent through Innovative Housing Support Program is a post from: Reference Education Center | At4schools.org

In 2001, Houston schools instituted a Declaration of Beliefs and Visions, which defined for school employees and the community what the district stands for and where it is going. The five goals put forth in the declaration are to:

Increase student achievement,
Increase management efficiency,
Bring all school facilities up to standard,
Improve public support and confidence in the Houston schools, and
Create a positive district culture.

The declaration determined to accomplish these goals through:

An educational structure built upon the relationship between teacher and student,
Decentralization and shared decision making,
A common core of academic subjects for all students, and
Focus upon performance, not compliance.

The two new systems for the Houston schools provide a roadmap to achieve and measure the progress of these goals. Both are detailed and objective, providing a systematic means for meaningful and quantifiable organizational improvement.

Board Monitoring System

The monitoring system is comprehensive and demanding with data-driven accountability. It requires the superintendent to submit regular reports to the trustees on key education issues. These issues are student academic progress and readiness for college, quality of teachers, and how effectively funds are used in support of student instruction.

The reports must be in a specific, standardized format for future comparison. This includes what exactly is to be reported, how it is to be reported (using easy-to-understand data and bar charts), and how often the reports are to be submitted. The board wants nothing to be left to interpretation or guesswork, believing this too often is the cause of misperceptions formed of large, urban school districts. The information is to be used by the board for monitoring purposes, as well as provided to students, parents, teachers, the community, and the news media.

Superintendents Performance Appraisal System

The complement to the Board Monitoring System is the new performance appraisal system for the superintendent, which is expected to drive the focus for the Houston schools from the superintendent down to the classroom teacher. The system is objective and quantifiable, allowing the board to focus their attention on the performance levels the Houston schools need to reach. It requires more in-depth reporting and analysis of educational issues than the state of Texas currently requires. Specific goals of the appraisal system are to improve academic performance, management efficiency, and public and employee confidence and satisfaction.

The specific Houston schools educational issues that directly impact students and addressed by both new systems are:

Dropout and graduation rates the aim is an 85 percent graduation rate by the 2006-07 school year;
Achievement gaps by student groups, broken down by ethnicity, economic status, and gender;
Number and percentage of students:
? Who are promoted to the next grade, as well as those held back,
? Served by special education programs, as well as those who have moved out and no longer need these programs,
? Receiving the highest scores on the state-mandated achievement test, and
? Who take exams for advanced placement courses and those who pass these courses; and
Student college readiness, including:
? The college-ready scores from the state-mandated achievement test,
? Number and percentage of students taking dual-credit courses, earning college credit while in high school,
? Number and percentage of students who graduate under the states Recommended High School Program, and
? Number and percentage of students who score above the national average on the S.A.T.

Other issues addressed that indirectly affect student achievement are:

Teachers attendance rates;
Number of teachers teaching outside of their areas of certification;
The effectiveness of tax dollars spent on teaching and the learning process;
The effectiveness of educational programs costing $1 million or more, and whether they should be modified or discontinued;
School employee attitudes toward the Houston schools board and their work environment;
Progress in bringing Houston schools facilities up to standard;
Public perceptions about the Houston schools board and its direction; and
Progress in achieving a recognized status as an accountable school district.

Both systems outline expectations, set clear direction for action and improvement of quality education, facilitate regular and ongoing discussion for program effectiveness, use straightforward data, and hold the entire organization of the Houston schools accountable. Both systems were developed to evolve and change in response to the Houston schools board and communitys demand for better education for the students and ever-increasing accountability.

New Monitoring and Appraisal Systems for Higher Scholastic Achievement in Houston Schools is a post from: Reference Education Center | At4schools.org

The error in thinking is the belief that the NCLB test ratings are fair and accurate. The system does not factor out the disadvantages and/or advantages of wealth and demographics, creating an inequity in the rating of schools. Low-income schools must provide programs, such as preschool, tutoring, remedial classes, and bilingual services, to their students, as well as the cost of more administration required by the state and federal grants that make up the largest percentage of their budget. Wealthier schools that primarily depend upon local funding (generally from property taxes) for their budget have few government constraints, few low-income students requiring special programs, and flexibility in how their budget is used. This means wealthier schools can provide more educational opportunities and enhancements (i.e. access to technology, fine arts and music, extracurricular activities, teacher professional training and improvements, and teacher administrative support) that impoverished schools cannot afford.

The Dallas Schools have developed their own rating system that factors out these disadvantages/advantages, putting all Dallas schools on an even playing field. Available funding, government requirements, the educational level of students entering kindergarten, and the demographics of the community are all factored out of the Dallas schools test rating metric.

Under NCLB, all schools across the nation must test children in reading and mathematics annually between third and eighth grades. The state, using NCLB mandated measures for school performance, calculates the percentage of various student populations that annually meet or exceed the states academic standards. Otherwise, they must measure the progress of student groups towards a universal fixed point.

Dallas schools use a value added school rating system that provides more accurate information, measuring individual student progress from a relative starting point. They then compare the scores with the same students scores from the previous year. Dallas schools score higher if students on average score higher than predicted by the previous years test scores and if the schools overall performance is better than that of other Dallas schools within the same demographics. If Dallas schools perform lower than predicted, they earn a low rating.

Herbert Marcus Elementary, part of the Dallas schools system, is the ideal candidate for the NCLB program. It is located in the inner city of Dallas, the building and grounds are run down, classes are overcrowded, and it is positioned on the edge of a grimy industrial zone. With 1,140 students, almost all are from low-income families and two-thirds speak English as a second language. Even the parents average a seventh-grade education.

Under Principal Conce Rodriguez, the school has done everything right in recent years students wear uniforms, teachers submit weekly progress reports on every student in every subject, an expanded preschool program, teacher attendance incentives, and a large tutoring project, just to name a few. A community liaison, hired by Rodriguez, has increased the PTA membership to 700 (the largest in Dallas schools) and typically 50 parent volunteers daily at the school. Student attendance is at 97 percent, one of the highest in the Dallas schools system.

Under the Dallas schools rating system, Marcus placed 19th out of 206 Dallas schools, a significant accomplishment with such difficult demographics. Under the NCLB mandated rating system, Marcus placed 76th as only acceptable, one step away from being rated as failing. Needless to say, the Marcus educators, students and parents are none too pleased with the NCLB rating system. Some teachers have left Marcus from sheer frustration with the NCLB system and gone to wealthier Dallas schools, where they believe their accomplishments will meet with some recognition. A terrible loss to Marcus or any impoverished school, where quality teachers are scarce.

Other Dallas schools are being similarly penalized by the NCLB rating system. Dallas schools that ranked 2nd, 5th, 8th and 16th under the Dallas schools rating system were ranked 94th, 77th, 83rd and 107th, respectively, under NCLB. Additionally, the school that placed third under the NCLB rating system in the Dallas schools ranked 25th under the Dallas schools rating system. This shows the inequity of the NCLB rating system.

Since shortly after its passage, the NCLB has been under heavy attack by Congressional democrats, Texas republican legislators, and teacher unions. Though Dallas schools educators and parents support the high-stakes testing, they see the unfairness of the rating system used. They wish to see NCLB take a cue from the playbook of Dallas schools to accurately measure improvement in student achievement and factor out the demographics.

NCLB Program Should Take Its Cue from Dallas Schools is a post from: Reference Education Center | At4schools.org